 So, this is the fifth bio-cell webinar and the presenter are Vera Mazzar from the European Bioinformatics Institute and Marceline Landin-Arres. So the presenter of today are Vera Mazzar, there is a Senior Scientific Project Manager of the European Bioinformatics Institute, the MBL training team. She leads training and dissemination for several European-funded projects. She got a PhD in Planned Developmental Genetics at the University of York, and in York she started to be interested and involved in training and teaching. One of her peculiarities, she enjoys having elements of a game storming to her workshops. She's also roles in the UExecutive Master in Management of Research and Infrastructure. Marta Linares is a Scientific Project Manager in the ABI MBL training team. In particular, she develops and organizes training activities for several European-funded projects, among others, bio-cell. She got her PhD in Biomedicine on the Pompu-Fabra University of Barcelona, and already in Barcelona she got involved in teaching activity, in particular in problem-based learning. Then she moved for a post-doc in Denmark in Molecular Biology, but in Aros, Denmark, she also completed her teaching training program, and then she joined MBI. Now I'm welcome both Vera and Marta. Hi everyone, I'm Vera. Thank you very much, Anasanda, for the introduction. So today Marta and I are going to take you through how we are using competencies to guide training and professional development. We're both based at the MBI training team, and we apply competencies in a number of EU projects, and BioExcel has been the one where we've done this for the longest, so it's most developed. So before we actually dive into our competency activities, I actually want to highlight that we had a really big milestone for BioExcel. BioExcel actually has its fifth anniversary today, or this week, and there may be some people among the audience who are a little bit less familiar with BioExcel. So BioExcel is a centre of excellence for computational biomolecular research, and our mission has been to provide life science researchers with high-quality user-friendly software in order for them to be able to increase their expertise and skills, and thereby strengthen the community. Now our vision has been that extreme skill computing should be at the heart of life science research. That celebrates our five-year anniversary. There is a blog that you can read about what's happened in the last five years. There's also a video on social media where you can have a little bit of a look of what's happened over the last five years. So I very much encourage you to have a look at those of course after the webinar. So to start our presentation, I'm going to start with what actually is a competency, and because the definition is a little bit abstract, I'm actually going to start with an example. So taking an example that comes out of the BioExcel framework, and the competency there is install or deploy biomolecular stimulation software on his or her computer or server. Now in addition to the competency itself, there is a list of attributes. So in this particular case, or for the BioExcel profile, we have knowledge, skills and attitudes that actually add to the detail of that competency. Now, I've already listed two here. There are actually in most cases more. So an example would then be of a skill would be select appropriately packaged code. So all of the competencies and their attributes, all of the knowledge, skills and attitudes together form the competency profile. Now sometimes your hair loss refer to the competency framework instead. Sometimes these are used a little bit interchangeable, but in our case, we refer to competency profile when we're actually talking about the competencies and these attributes. And when we're talking about the framework, we mean everything, because we'll show you later that there is additional information that enriches the profile. These can be things like user profiles or mapping to existing learning resources. So the formal definition is actually that a competency is an observable ability of any professional. It integrates multiple components, such as knowledge, skills and attitudes. And these attitudes can be both positive and negative. So some of the key aspects are, like we said, it is observable. And that actually means that you can objectively validate whether someone has the competency or not. Now you can collect competency or evidence of possessing a competency in a competency portfolio. And this can be very useful if you're trying to track this for your own personal development. Competencies are also kind of a shared currency because they're applicable to any type of learning and at all career stages. What can you use competencies for? So I'm showing four examples here. And later throughout the presentation, we'll actually show you which one of them apply to BioXcel. So the first one is course development. When you actually have a competency profile, you have a really good overview of what an individual working in a particular context needs to know. So you know what knowledge they should have, what skills they should have, and what kind of attitude. So if you're done trying to train someone on a particular topic, it really helps you to determine what has to be included. It also helps you to pitch it at the right level. Are you trying to teach too much in one go? Are you teaching things without having the right prerequisites? Or are you actually teaching things that are not that relevant to this particular user type? So having a competency profile will also help you to learn to write the learning outcomes. So quite often we don't actually present competencies to our audience. What we actually present are the learning outcomes. And the competencies help you to define these. But learning outcomes are a much more friendly way to actually use this for the attendees that you might have in your course. Now besides course development, it also helps for the overall strategic planning. Are you covering all of the priority areas that you've identified for, for instance, your training program or your project? And are you reaching all of your target audience? So this can really help if, for instance, you have to report on this. Have you actually addressed all of the key areas that you said you were going to provide training on? Actually having a structure in place makes that much easier to share. And then we move more to the individuals. So when we look at career development, competencies can be used to track your own continued professional development. And also they can be a tool that you might use in annual appraisal or assessments of staff. The other thing that can be useful is actually to hire staff. Now when you have a position in mind that you're going to be recruiting for, or two elements that you're going to look at, you're going to look at what competencies the individual has to have in order to do that job. But also you want to actually look at how that person will fit into the team. So what kind of competencies do they have to have so that they actually have a little bit of an overlap to other members of your team for kind of redundancy sake. And also that actually the communication works well between the different kind of job types that you have within your team. So for now looking at the structure of the BioXL competency profile, we actually have a higher level than the competency. We have a domain. So the domains group together a number of competencies that are related. Below that you have the level of the competency and I've shown you an example of that. And after that come what we call the attributes. And in the case of BioXL we have knowledge, we have skills and we have attitudes. And these are actually shortened often to the word KSAs. At this kind of attribute level is really where the usability of your profile is. This is what comes back in the learning outcomes. This is where the detail is and where it becomes usable. So when you travel down from the domain into the KSAs, the level of detail increases. Now why is there a picture of a tiger around here? It's actually because this can get very big and it's definitely a trap that we fell into in the first version. So I'm going to show you what the first version of the BioXL profile looks like. So we started with four main domains. We had the generic competency domain, we had a scientific competency domain, we had a generic computing domain and a parallel computing domain. So if we then ask the competencies to that, we had a total of 31 competencies. Then we start adding the attributes and you will see that this will grow very big. So we added, we've got 31 knowledge attached to all of these competencies and you can see that it varies how many per competency. Then we have the skills, 93 in this case and we have the attitudes. But it's become very big. We have well over 500 elements now in this competency profile. So what I'd like to show you is that competency profiles actually evolve over time. So the first version was created when BioXL was just launched and last year we launched the second version. Now one of the things we wanted to address was really to go back to basics to make sure that what was in the profile is fundamental. We did a number of things. We deprecated a few competencies and we dissolved a number of competencies. When we say dissolved, it means we haven't lost all of the content. Some of the content was moved to other competencies or some of the elements were retained at the level of the knowledge, skills and attitudes. Now, how did we decide what's fundamental and what's essential? We actually looked partially at the mapping there. So when we did the mapping to what training was available externally, it kind of showed that certain competencies were not that vital to to BioXL. They're important when you're looking at being a well-rounded researcher but they're not fundamental to BioXL, which is why we decided to leave those out. We also merged a number of competencies. Some resources that we looked at actually consistently hit the same two sets of competencies which showed that they were really related. So we ended up merging a few of those. We also wanted to have more consistency in the number of KSAs for each competency. There were some duplicate KSAs in the profile and there we've removed all the duplicate ones and only really retained it at the competency where we felt it was most critical. So when we're looking at the number of KSAs, in version one, there were between three to 16. In version two, three to 14, which kind of, to some extent, looks like it's not that different, but this is counting the knowledge, the skills and the attitudes together. Well, if we look at one individual element, for instance, only looking at the knowledge or only looking at the skills, it varies between one and 10. There we've become much more consistent in version two. Now it's zero to five. We'd like to get that to three to five. So where you have three to five knowledge, three to five skills and three to five attitudes, that would be ideal. And you can see that actually in version two, we've got therefore a lot of them, but not all of them yet. The biggest difference is actually total number of elements where we had five hundred and eleven in the first version. We're now down to 166. So we have a much more user-friendly profile. So there are still some plans that we have for a third version, and we plan for this to come out before the end of next year. When we created the second version, we also have to map all of the learning resources we have a kind of a second time. This showed that there were some gaps at the level of the knowledge skills and attitudes and a few discussion points. We have a few resources that have things like machine learning in them, and it wasn't very clear where that fitted. So there's a couple of points that we still want to resolve. There is also some elements of best practice that we want to address, and we'll actually get to that a little bit at the end of the webinar as well. We want to be able to use the competency profile as a minimum standard, and we want to make our competency profile machine readable. So these are some adjustments that we're going to have to make in version three. So there are ways to enrich the competency profile, and I said that earlier. We have user profiles. So when we created version one, we had only high-level user profiles, and actually we had these three. We had an entry-level user who comes from a biology background and probably hasn't used modeling software before. We had a specialist user who was a much more thorough computational background, and really is stretching the boundaries of what they can do with the kind of local compute resource. They really need to start using HPC, and maybe they are already using HPC to some degree. And then we have a system administrator and application expert where their domain really is the HPC environment. So we use these for strategic planning and to help us kind of roughly define our target audience, and then we map to each of these kind of user types to competencies. And we then looked for each competency. Is this applicable to this user profile? Do they need awareness of a competency? Do they need working knowledge, or do they need specialist knowledge? Now you can see that these profiles were really quite high-level. So the next step we did, and we actually introduced that last year, is to create career profiles. So these are much more detailed than Marta will show them to you later. They really give you an idea of what the background of this profile is, then also what their day-to-day activities are, and how it maps onto our competency profile. Longer term, and this is something for next year, we want to create learning pathways. So we want to show that a particular profile might have a learning challenge, and how you could use the resources that we have available to actually overcome that challenge. So this is how we apply that in the BioExcel Training Program, and I've already hinted at this a little bit. So we created the initial competency profile with input from the community that was based BioExcel partners, but also people outside of BioExcel that gave input into the profile. And we had a survey that went out to the wider profile to write their community to give us feedback. We've used it in different training courses where we asked people to see if they spotted any gaps or if anything wasn't relevant. Then what we did next was to take these competencies and map them to all external training that we could find. So that was training from BioExcel, but also training from the partners, and training from any external entity that we're aware of. And actually, this is a bit of an ongoing effort. So when we come across new training, we actually again map that to our competencies and add it to our database. That really allowed us to do a gap analysis. It allowed us to see where the major gaps are, because as many projects we have limited resources, and we wanted to make sure that our resources went into the areas of highest training need. So that feeds into our training program. And we've had face-to-face training from the beginning, but actually in 2019, we started remote training as well. And of course, right now, all of our training is remote due to the pandemic. So when we originally have that maps data sets that listed all of the training, we really wanted to make sure that we could make this data set open to the community, because actually, we found a lot of training that was highly relevant to people. And of course, we have a very active training program, but it runs 10, 12 events per year. It doesn't run every day. So we wanted to make people aware of the training that we found. And a lot of it are online resources that are available at any point. So we created both the Knowledge Resource Centre and that later became an additional entity of the Competency Hub to make some of the data visible. So the main reason for creating that in the first place was also that it's not that easy to display a Competency Profile. And there is a real need for a sustainable home for some of these profiles. So Competency Profiles often kind of disappeared in project deliverables, or they were downloadable only as a PDF or something. Often when you had one, it was unclear who the owner was, or if the profile was still being maintained. And in January, you would have to search many websites to find different Competency Profiles. So this is why we first created the BioExcel Knowledge Resource Centre. This was as a proof of concept. And in order to make these learning resources that we mapped to the Competency is accessible. Then in the kind of second step, we created the Emble EBI Competency Hub as a kind of neutral, sustainable home for the Competency Framework to make sure that if we had a framework that was developed through, for instance, an EU funded project, even if the project stopped, it would mean that there was a sustainable home for the Competency Profile. And there would always be someone that you could contact if you wanted to know more about it. So right now, it's actually the Competency Hub that feeds the data to the Knowledge Resource Centre. So this is where I'm going to hand over to Marta, and she's going to show you around the Competency Hub. I'll show you the Competency Hub. So we'll go on a short demo. But before that, I'll explain you briefly what it can be done. So as Vera said, the Competency Hub is the home for a series of Competency Frameworks that anyone who has created those frameworks can add to the to the hub. And then once they are in the hub, a user can explore the Competency Frameworks and find training resources that have been associated to this framework. And when career profiles have been added to them, you can also explore those. And you can build your own profile. So once you have your own profile on the site, and it's mapped to the Competencies, you can compare your own profile to the career profiles that are there. And that can give you an idea of where you would need to develop if you would get one of the roles that those career profiles represent. And now we'll go to the website, and I'll show you all these on the site. So this is the landing page of the Competency Hub, which is competency.ebio.ac.uk. And here you see the different frameworks that we have with a short description of the professionals they prefer to. So the BioXL1 is for professionals in computational biomolecular research. And it's the one that we will focus on now. As Vera said, it's also the one that has more features here because it's the one that we are using as a use case to develop this Competency Hub. So we go into the BioXL framework, and here you have a short description about it, and three tabs, career profiles, competencies, and training resources. The career profiles one is the landing one because we think it's the one that will be more interesting for users. But I will leave that for the end of the demo, and I'll start with the competencies. So if we go to the Competencies tab, we see here the list of all the competencies. And as Vera said, they are divided in three domains. So we have scientific competencies, computing competencies, and parallel computing competencies. And one of the features that we have added to the Competency Hub is the versioning. So we can keep old versions of the framework on the site that are studied, but they are still publicly available. So the first version that Vera told us about can still be viewed if you click on version one here on the BioXL. It tells you that it's archived, so there's a newer version, but you can still see it with all the competencies that it had there. And this versioning system comes together with Release Notes. So if we go again to the end, when we published version two, we had a set of Release Notes that explained the changes that we made. So which competencies were deprecated, which ones were merged, and which KSAs were merged with each other. So if I now go back to version two, which is the present version of the profile, I'll show you what we have on there. So apart from the list of competencies, if you click on each of them, you will see all the attributes associated to it. So the list of knowledge, skills, and attitudes that correspond to each competency. And you can also go here to the right and click on More Details. And that will show you again the list of knowledge, skills, and attitudes. But it also has a box here that can show information about other competency frameworks. If this competency was derived from another one, it's not the case of this specific one. And then there's a list of training resources that have been mapped to the competency. These training resources are usually short courses or tutorials that are available online. If we click on one of them here, the first one, for example, we go to a page that has some more information of the training resource. And it lists specifically which competencies and skills and attitudes this training can help develop. And from this side, we can also go onto the resource directly. So now if I go back to the first page of the BioXcel framework, you can see there's also this training resources tab. And when we go there, we have the whole list of training resources that we have mapped to the competencies. And again, you have the competencies they are mapped to listed there. And if you go to the training resource, we land on the same page that we just visited a moment ago. And now again, I go back and I'll explain you about the career profiles that is the last addition that we have done to this framework. So these career profiles are examples of a person that could be in a specific role within the field of the framework, in this case, computational biomolecular research. We have created these profiles with the input of several experts from BioXcel and also looking at job ads or specifications. When we look at job ads, sometimes they have very general descriptions of some tasks, so we have made them a bit more specific when we added them to the career profiles. Right now we have six of them. It's two research software engineers, a junior one and a senior one, two computational chemists, also a junior one and a senior one, and a PhD student and a research associate. The avatars that you see here, so these pictures that are representing them have been created together with an illustrator. And they are modular and allow us to show diverse pictures here because we can have the face, the hair and the clothes at different modules that we can have in different colors and we can combine in different ways. So if we now go to one of them, you just click on view profile and go in there and you see a description of this person, well this example career profile, and it has the qualification and background. There would be the education, so the PhD, the postdoc and what was the focus of those, and then in this case because it's an industry one, you also have when they move to the pharmaceutical industry. And then below this there is the activities of current role. So what this person does in general in this role and some list of specific activities that they would do in their working position. So this can already give you an idea of what this role is about and whether you would like to carry out this role to be in this position but also below the description we have the mapping to the competencies. So we have the whole list of competencies in the in the bioxial profile and they are associated to a level which in this case has four options. It could be not applicable, awareness, working knowledge or specialist knowledge. And once you see the levels here, you can have an idea of which competencies are the most important ones for this role. So if you wanted to become senior computational chemist you would need the maximum level for example in this applied expertise in formal and natural sciences. And then when we go down we can see that the ones about parallel computing are probably not so important. So that can already give you an idea of where you would need to develop if you wanted to become a senior computational chemist. But the tool can help you even more with that because you can also create your own profile and compare it with this one. So if we go to the top of this page you see here a button on the top right create your profile and then when you go there you have this form to create it and it will be saved on the on the browser. So it's not saved on the website or anything. So I'm going to create one very quickly. It's you just need the name and the job title to create it. So you can decide to write a bit more on it but it's unnecessary. So once you have a name and job title you save it and map to competencies and then you have here the list of competencies. To map them you need to go again to the top right and click on map competencies and you have here the whole list with a drop-down menu next to each one where you can select one of the four levels that we have. And I'm gonna just do it quickly here so that you see what we can do once we have a profile. So you see you can select in each of them the four options and I've done it quite random. I'm not going to say anything about the parallel computing competencies and then you can save the profile and as I said it's going to be saved in the browser so not on the site. And here you see it appears it appears the rating of each one. We could have selected sorry I forgot to say that we could also have selected each of the knowledge skills and attitudes but I just didn't go for that but you could go to that level to select and once you have it here you can print it if you want and save it as a PDF if you wanted to have it for future references. But once you have it there we can go back and I'm gonna go from the beginning. We can go back to the career profiles page and now this profile that I've created is here and I can use it to compare to one of the career profiles that we have created on the biocell competency framework. So if I click here and then I choose the senior research software engineer for example and I click on this button compare select profiles I will see a table with the comparison of the of the levels in each competency. So I can see which ones this the research software engineer has at a higher level than than me and this would be for example user driven service provision and support. So if I wanted to become a senior research software engineer I would need to develop this competency. Like this I can go through each of them and again as I said before we can just see it and have make our mental list of which competencies we would need to develop but we would like that the tool helped us doing that so we are working on relating this comparison to the learning pathways that we will create in the future but for now we have a temporary solution that shows you a summary which the competencies that the research software engineer has at a higher level than you and here it should say research software engineer we will correct that soon but the comparison is correct so the research software engineer has a higher level in service provision and support and then if I wanted to develop that competency these are some examples of the learning resources that I could use but this is a static list and our plan is that this would become part of the learning pathway so they really show you depending on the level that we are at which you are in the moment which other resources would be interesting to you to develop further in that path and this is what the competency have as for now and I'll go back to the presentation and just skip a couple of slides because I've showed you that during the demo and yeah as I told you we are working on this and developing it and one of these future developments is creating these learning pathways and incorporating them into the site and relating it to the career profiles comparisons and this would be a curated set of learning resources aimed at resolving a specific challenge which could be how to make a computer program that can run in a parallel computer we also want to improve the page navigation and user experience if you saw what while I was doing the demo some of the pages are better than others at that and sometimes you don't have the button to compare profiles for example after you created your own profiles or things like that but we are working on it and then we'll soon add new competency frameworks so we have started working in a new center of excellence about personalized medicine which is called PERMET-TOE and we will also develop a competency profile in there and we'll add it to the competency hub next year and we also have now an external framework manager using the competency hub so this is an initiative from elixir delixir node in the Netherlands and the Dutch national program in open science they have created this competency framework for data stewards which they are now adding to the competency hub and it will be available in the next weeks quite soon and we'll also get some feedback from them about how the experience was so we would really like to hear from you and get your feedback about what you would like to see in this competency hub and if you want to do to tell us during this webinar you can do it on the question box if you want to do that please write suggestion before your suggestion so we know that it's not a question for the question and answer session and if you would like us to contact you you can add your email but that's not necessary you can also send us an email to competency at ebi.ac.uk and this is not the only way you can get involved in the competency map in the competency hub so if you want to add your competency profile framework to the site give us feedback about the site or the frameworks within it suggest training resources or make suggestions on what to add to the tool please contact us we will be very happy to to hear about it because we are developing the tool and now Vera will tell you about best practice in the competency community so thank you very much so a number of elements about best practice we've kind of touched on already but we want to just pull them all together at the end of this webinar so one of the things that we really talked about and this is something that we've come across in in different frameworks is that it's really important that when profiles are updated that there is some type of release note so that it's actually very clear what happened from one version to the next that all archived versions are actually available because especially if someone else might be using your profile as a starting point or they've used it for for other purposes it's really good to know why it's suddenly changed and how that's evolved over time sometimes competency profiles are published and that's maybe the only record that's available so actually having it somewhere central with release notes is really valuable it's also important to have persistent identifiers and we haven't at the moment got those visible within the competency hub about in the back end there are persistent identifiers for both the competencies and all of the knowledge skills and attitudes this is one element that we'd actually like to have a way to have that be more visible but we really have to think about how to do that because we don't want it to be a distraction but it would make for higher quality release notes if there was a persistent way to identify a particular competency now it's also important to have clear ownership of the framework and who talks about that earlier and so that if there are questions or it's unclear or you have feedback that you actually are able to contact the owner of the framework ideally all frameworks would be publicly accessible and this would be in a format that people can use the other element that we've really been talking about within the competency community and this is for instance quite important also in the context of RI train and ISCB is how to make competency frameworks fair and some of what's been talked about there besides the persistent identifiers is also to make it machine readable long term we're hoping to be in a situation where you might be able to download a competency profile from the competency hub in a machine readable format we also would like to move towards where a competency is actually the minimum standard so Martin showed you earlier that the mapping can actually be done at the level of the KSAs where you can actually binary in a binary way tick or un-tick but what we'd like to get to is a point where if you have the competencies you would have all of the KSAs below that competency but this requires some changes to the framework and this is something where we really will have to do additional work to make it into a structure that fits with that so that's where we're wrapping up this webinar but I would like to thank a number of people Marta could you advance to the next slide please so there have been a lot of people involved in creating all of this but someone I'd particularly like to thank is Alba who did the first proof concept for the Knowledge Resource Centre and the EBI but development team and we actually have a number of people but Prakash is the main developer of the competency hub and also the new Knowledge Resource Centre Christopher created the avatars for us and the framework for it to be able to create more and we've already mentioned that the first external profile will be coming in Antilia and make it have been really valuable in creating giving us feedback on how it works and also where what direction we might take the competency hub in in the future. The competency profile itself has been created by past present members of the BIOC sub consortium but also the community which had additional input from people at the EBI. The career profiles for each profiles multiple people have been involved and here's a list of people that have been part of that and that's where we'd like to finish the webinar today so thank you very much and we're happy to take any questions. Yes so my question would be how you deal in case you have a two very similar profile but so to the same function so for example software engineer but the description and the the competence are slightly different could handle your updates or what you handled how you think to handle the things. I think that's a really interesting point and I think so one thing that I think we could do but it'd be really interesting also to know what Marta thinks. We've spoken about this a little bit to some extent we've spoken about this in two contexts. One being is where actually you can have someone develop over time so for the moment we've addressed that by having creating separate profiles for different career stages but in a similar way you could also have almost like a subspecialty so you could have a research software engineer with a particular focus and then at the second profile it's a research software engineer with another focus. At the moment the way we would have to implement that is to actually create two separate profiles. We'd like to think about whether there is a way to link those profiles together the way we would the same way we would do that for a junior and a software research software engineer but for the moment that's not possible yet so for the moment what we would do is create two separate profiles and make it clear in the title that they have a similar role but maybe slightly different focus. What do you think Marta is there anything you'd like to add? I think that's clearly how we would do now adding two different profiles then of course the question is that if they are only different at the level of knowledge skills and attitudes it's not going to be visible in the first image of the profile you would need to click on each of the competencies to see whether they have the specific knowledge skills and attitudes so I would say that if we see the need for those different career profiles or levels to be created we might want to think about defining the competencies in a different way or listing the KSAs in a different way. Thank you very much for those answers the next question we have is from Simon Wong. Simon asks who annotates the training courses with the competency frameworks metadata and KSAs or levels? So for the moment that's been done by the EBI training team we've there's been a few people involved but we've tried where possible to be quite consistent in that so there have been I think over the five years about three or four people that have been involved in doing that. We've thought about at different times whether we should have multiple people look at that but that was really quite difficult from a kind of time intensity point of view. I think what we have found in doing that mapping is for some courses that or for some resources that's easier than for others because it really depends on how much information is given about a particular learning resource so if you have a resource whether it's for instance an overview page that's got really nice learning outcomes defined and maybe gives you a set of tools that it uses and breaks it down in modules but obviously we have a lot more information to go on than if you really only have a title and you then kind of have to go through the entire tutorial or the course to be able to accurately get an impression of what the content is so we've had to take a little bit of a balance there where we have to do the mapping at a relatively high level and this is actually also one of the reasons we'd like to move towards having learning pathways so that we can highlight courses where we are sure of the quality and sure of the content. Thank you very much for that answer and Simon also says thank you in the comments. With that I don't think we have any further questions so I would like to very quickly talk about the upcoming webinars from BioXL. The next webinar we have is happening on the 8th of December and it's a discussion about the GROMAC CP2K QMM interface which should be rather interesting essentially the developers of GROMAC have been developing interface with CP2K for a while in order to make or to allow GROMACs to perform QMM better than it currently does so I imagine that this one will be a very interesting webinar and the other thing that I would like to flag up is the BioXL best practices in QMM simulations which is a from my understanding a webinar series with some very interesting speakers experts in the field of QMM modeling each talking about how the quirks and tricks to performing good QMM simulations. With that I'd like to thank Vera and Marta again for giving the very interesting presentation and to thank all of you for coming to this webinar. Thank you very much everyone for coming. Thank you.